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Lesson Plan Template

Date:

Teacher Name: Steven Billings

Grade Level: 9 - 12

Subject: Algebra 2

Topic: Quadratic Transformations

Lesson Summary: In this lesson the student will learn and review through discovery, characteristics of quadratic equations.

Goals (Learning Objectives):

To have students review concepts learned about quadratic functions and to create an original quadratic word problem with questions and answers.

In this lesson students will complete a problem that reviews how to graph a quadratic function using a variety of methods. They will then create their own real-world problems with follow-up questions and solutions.

NETS:


 * Strategies that Create the Learning Environment **

Setting Objectives Providing Feedback Reinforcing Effort Providing Recognition

This lesson is learner centered. Students will be in heterogeneous groups working together to review concepts and create a unique word problem. Peer editing will be used to improve upon the end product.


 * Procedure/Brief Description: **


 * Students will enter into class and will be assigned to groups of size 3 or 4 and each group will have their own lap top computer with the quadratic transformer. They will also be supplied with graph paper. Students are required to bring their own pencils and calculators to class. They will work together on the following review problem:

Consider the function y = 2x^2-4x-6. a. Write a different equation of a quadratic function in root form that has the same roots as the given function above. b. Find the y-intercept of your function using 2 different methods. Explain your thinking. c. Transform your equation into polynomial form showing work. Verify your answer is correct using another method showing work. d. Find the x-coordinate of the vertex of your function using both the root form and polynomial form. Explain your methods. e. Write the equation of your function in vertex form. f. Graph your function using the information you have found above.
 * Strategies that Help Students Acquire & Integrate New Knowledge **

Cues, Questions, & Advance Organizers Summarizing Note taking Nonlinguistic Representation Cooperative Learning


 * Procedure/Brief Description **


 * Even though students are working together, each student is expected to produce their own answers and graph. Each individual may decide to use a different method and can check with their group members and the quadratic transformer to make sure they are correct.
 * Students will then create a group real-world quadratic application. They will need to write the situation, give the function that models their situation and ask at least two different questions concerning their situation that can be answered using the mathematics previously studied.
 * Students will need to provide solutions to their questions on a separate piece of paper, both showing work and providing an explanation as to what they did and why they did it.
 * Students will exchange their problem with one other group who will read their problem and questions and answer them on a separate sheet of paper checking the work with the solutions.
 * On the same paper as their work, students will offer suggestions as to how to improve upon the problem and/or what they liked about the problem. If any revisions need to be made to the problem, questions, or solutions, they will write down their ideas. This paper will be attached to the original groups’ problem and work for them to read.
 * Students can use the quadratic transformer to check their work at any stage of the process.
 * Strategies that Help Students Practice, Review, & Apply Existing Knowledge **

Homework & Practice Identifying Similarities & Differences (Compare/contrast, classify, create, metaphors or analogies) Generating & Testing Hypotheses (problem-solving, invention experimental inquiry, historical investigation, decision-making, systems analysis)


 * Procedure/Brief Description: **

Students will compare their work and findings with other students within their group. They can easily change the quadratic equation from one form to another form. Seeing the same quadratic in different forms.

Type: Web Resource
 * Resources: **

Title: [|**Quadratic Transformer**] ** SEEING MATH **

Specific Info: Highlight the meaning of each component of a quadratic function's symbolic expression with this tool that links symbolic and graphic representations of translating (dragging) a parabola vertically or horizontally, dilating it, or reflecting it around the x- or y-axis.

Location[]


 * Assessment Methods: **

True/False Multiple choice Essay Performance Constructed communication Personal communication Product/project graded by rubric Other:

Will be the review problem and the graph. Will be the real-world application with questions and solutions. Will be the analysis of another groups work.


 * Technology Used: **

None Brainstorming/idea mapping software Calculators Clickers Collaborative application (Ex. Wiki) Communication tool (Ex. Skype) Data collection tools Diagnostic/prescriptive system (Ex. Accelerated Reader) Display tools (Ex. Elmo) Interactive whiteboard Educational games Multimedia (creating) Multimedia (watching) Spreadsheet Virtual manipulative Web-based research Word processing Other:


 * Computer with Quadratic Transformer
 * Graph paper
 * Pencil
 * Calculator